Computers & Education: X Reality最新文献

{"title":"Exploring interactivity effects on learners’ sense of agency, cognitive load, and learning outcomes in immersive virtual reality: A mixed methods study","authors":"Anu Lehikko ,&nbsp;Mikko Nykänen ,&nbsp;Kristian Lukander ,&nbsp;Jose Uusitalo ,&nbsp;Heli Ruokamo","doi":"10.1016/j.cexr.2024.100066","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100066","url":null,"abstract":"<div><p>This study explored the effects of IVR interactivity on learners’ sense of agency, cognitive load, and learning outcomes. The research questions were: 1. “How does interactivity influence the learners’ sense of agency?” and 2. “How does interactivity influence the learners’ cognitive load and learning outcomes?” A mixed-methods experimental design was applied. Safety training interventions, including individually performed IVR scenarios, were held for 68 participants in groups of two to four persons in two work organizations. Single- and repeated-measure questionnaires were the main source of the quantitative data. Qualitative data collection by video recordings and stimulated recall interviews was carried out on 23 persons in total. The results indicate that high interactivity enables a stronger sense of agency for the learners and yields learning benefits by supporting generative cognitive processing. Based on the results, interactivity and learner involvement may be particularly important for achieving affective training goals. Considering the sociocultural and individual factors in training design and pre-briefing the learners are also recommended.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100066"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000163/pdfft?md5=9c77a05c66e161f30515850296fcc3b1&pid=1-s2.0-S2949678024000163-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140948112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applying multimodal data fusion to track autistic adolescents’ representational flexibility development during virtual reality-based training","authors":"Jewoong Moon ,&nbsp;Fengfeng Ke ,&nbsp;Zlatko Sokolikj ,&nbsp;Shayok Chakraborty","doi":"10.1016/j.cexr.2024.100063","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100063","url":null,"abstract":"<div><p>In our study, we harnessed multimodal data to develop a predictive model aimed at assessing the development of representational flexibility (RF) in autistic adolescents engaged in virtual reality (VR)-based cognitive skills training. Recognizing VR's potential to enhance RF through immersive 3D simulation tasks, we addressed the research gap in analyzing learners' digital interactions within this environment. This data mining study integrated diverse data sources—including behavioral cues, physiological responses, and direct interaction logs—collected from 178 training sessions with eight autistic adolescents. This comprehensive dataset, encompassing both audio and screen recordings, was analyzed using advanced machine learning techniques. Through decision-level data fusion, particularly employing the random forest algorithm, our model demonstrated enhanced accuracy in predicting RF development, surpassing single-source data approaches. This research not only contributes to the effective use of VR in educational interventions for autistic adolescents but also showcases the potential of multimodal data fusion in understanding complex cognitive skills development.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100063"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000138/pdfft?md5=9a2a2de9af237050b12092759a3b0423&pid=1-s2.0-S2949678024000138-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140343986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of a mixed-reality creative environment in design education","authors":"Xiaoxiao Liu ,&nbsp;Yiming Shen ,&nbsp;Yukari Nagai ,&nbsp;Hirokazu Kato","doi":"10.1016/j.cexr.2024.100055","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100055","url":null,"abstract":"<div><p>Advances in mixed reality (MR) have led to the extensive use of technological forms in education and training, and there is evidence of MR's pedagogical effectiveness. Owing to its ability to foster learning, research on MR and its application in education are considered technological breakthroughs. Design education requires an environment that supports creative activities to help students improve their learning outcomes, making it an appropriate field to explore the incorporation of MR. This study developed a virtual learning environment based on Microsoft HoloLens 2, creating an MR educational setting that enhances design students' learning experience by combining a physical and a virtual environment. Additionally, the study evaluated the impact of MR environment interventions on the creative process and the effect of design students' creativity on the results. Employing an experimental research design, 24 design students were divided into control and experimental groups, each with an equal number of participants. Both groups completed a creative task, with the control group using a traditional creative environment and the latter using an MR creative environment. The experimental results showed that the MR environment is feasible for use in design education. Additionally, the creative outcomes of the experimental group were better than those of the control group, and the students who used the MR environment rated their creative experience more positively. For example, MR intervention stimulated students' personal engagement and learning motivation by providing them with more intelligent and multisensory 3D interactive information. The study also revealed that students' creative processes and outcomes benefited from the MR environment. We explored the advantages of MR educational environments in terms of expanding the environmental dimension in education and valuing the promotion of learners' capabilities, as well as the application of its future developments in education and beyond.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100055"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000059/pdfft?md5=cd55bee99435114f9fcf40b4e2b3288d&pid=1-s2.0-S2949678024000059-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140179656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A social presence benchmark framework for extended reality (XR) technologies","authors":"Ryan Lege","doi":"10.1016/j.cexr.2024.100062","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100062","url":null,"abstract":"<div><p>As extended reality (XR) technologies become more accessible and technologically capable, exploring the potential of these rich mediums for technologically mediated communication is intriguing. In the commercial sector, technology corporations promise consumers that these XR technologies, augmented reality (AR), virtual reality (VR), and mixed reality (MR) will shape the future of social interaction. They claim that these technologies will allow users to get closer to their loved ones and connect on deeper levels. The effort of these corporations to reassure us that XR technologies will strengthen human connections has highlighted the importance of the concept of social presence. Social presence is the perception that the user is, in fact, together with another person, though they are interacting through a technological medium in disparate locations (Kreijns et al., 2022). Social presence research has focused on various technological mediums, like television and text messaging, and contexts, such as distance education and business communication. However, as XR technologies have become more readily available (Ziker et al., 2021), there is a need for more research into the affordances of these new mediums. Many companies claim that their XR products offer rich communicative benefits, but many of their claims are difficult to assess. Therefore, this paper proposes a system for evaluating the capacity of XR technologies to contribute to social presence. First, this paper will delve into the research on social presence and the role of technology in its mediation. Then, the author presents a baseline scenario to help gauge the degree to which technologies can promote social presence. Finally, the author will provide a basic conceptual framework for examining XR technologies and their capacity to facilitate social presence. The paper concludes by discussing future directions for social presence research with XR technologies.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100062"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000126/pdfft?md5=44beba497a44efb56c0e2fc1bfd471d5&pid=1-s2.0-S2949678024000126-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140320493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing an immersive game-based learning platform with generative artificial intelligence and virtual reality technologies – “LearningverseVR”","authors":"Yanjie Song ,&nbsp;Kaiyi Wu ,&nbsp;Jiaoyang Ding","doi":"10.1016/j.cexr.2024.100069","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100069","url":null,"abstract":"<div><p>The rapid evolution of generative artificial intelligence (AI) and virtual reality (VR) technologies are revolutionising various fields, including education and gaming industries. However, studies on how to enhance immersive game-based learning with AI and VR technologies remain scant. Given this, the article presents the creation of “LearningverseVR,” an immersive game-based learning platform developed using generative AI and VR technologies, which is based on “Learningverse,” a metaverse platform developed by the lead author and her research team. The “LearningverseVR” platform uses Unity as the client and Python, Flask and MySQL as the backend. Unity's multiplayer service provides multiplayer online functionality, supporting learners to engage in immersive and interactive learning activities. The design framework of the platform consists of two main components: Game-based learning with generative AI and immersion with VR technologies. First, generative AI is used to create NPCs with diverse personalities and life backgrounds, and enable learners to interact with NPCs without scripted dialogues, creating an interactive and immersive game-based learning environment. Secondly, such a learning experience is enhanced by leveraging the Large Language Model (LLM) ecosystem with VR technology. The creation of the “LearningverseVR” platform provides novel perspectives on digital game-based learning.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100069"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000199/pdfft?md5=b5c7815c990cbacc10e7f6074f3bd423&pid=1-s2.0-S2949678024000199-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141090272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ASL champ!: a virtual reality game with deep-learning driven sign recognition","authors":"Md Shahinur Alam ,&nbsp;Jason Lamberton ,&nbsp;Jianye Wang ,&nbsp;Carly Leannah ,&nbsp;Sarah Miller ,&nbsp;Joseph Palagano ,&nbsp;Myles de Bastion ,&nbsp;Heather L. Smith ,&nbsp;Melissa Malzkuhn ,&nbsp;Lorna C. Quandt","doi":"10.1016/j.cexr.2024.100059","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100059","url":null,"abstract":"<div><p>We developed an American Sign Language (ASL) learning platform in a Virtual Reality (VR) environment to facilitate immersive interaction and real-time feedback for ASL learners. We describe the first game to use an interactive teaching style in which users learn from a fluent signing avatar and the first implementation of ASL sign recognition using deep learning within the VR environment. Advanced motion-capture technology powers an expressive ASL teaching avatar within an immersive three-dimensional environment. The teacher demonstrates an ASL sign for an object, prompting the user to copy the sign. Upon the user’s signing, a third-party plugin executes the sign recognition process alongside a deep learning model. Depending on the accuracy of a user’s sign production, the avatar repeats the sign or introduces a new one. We gathered a 3D VR ASL dataset from fifteen diverse participants to power the sign recognition model. The proposed deep learning model’s training, validation, and test accuracy are 90.12%, 89.37%, and 86.66%, respectively. The functional prototype can teach sign language vocabulary and be successfully adapted as an interactive ASL learning platform in VR.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100059"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000096/pdfft?md5=93fa5220f68e5778acb9969e40e147f4&pid=1-s2.0-S2949678024000096-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140179657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metacognition and autonomy in building a community for language learning through VR digital gaming","authors":"Mark Feng Teng","doi":"10.1016/j.cexr.2024.100060","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100060","url":null,"abstract":"<div><p>This paper delves into the vibrant domain of VR digital gaming through the critical lenses of metacognition and learner autonomy. It introduces an integrated framework designed to illuminate the interplay between these two pivotal concepts within the VR digital gaming environment. Central to this framework are distinct regulatory mechanisms that empower learners by allowing them to navigate and take control of their learning journeys. The framework interprets metacognitive processes from elements of adaptivity, control, and feedback, while exploring autonomy through the dimensions of location, formality, pedagogy, and locus of control. This framework is grounded in the recognition that enabling learners to exert control over their technologically mediated learning environments is a fundamental issue in building a language learning community. The paper not only sheds light on the theoretical underpinnings of metacognition and autonomy but also offers practical implications for their application in VR digital gaming. It delineates the evolving roles of teachers and learners within this dynamic educational landscape, highlighting how these roles are being reshaped to accommodate and leverage the affordances of VR digital gaming for enhanced language learning.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100060"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000102/pdfft?md5=fe18f3765dc8888cb7a1943bf5dc7caa&pid=1-s2.0-S2949678024000102-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140343985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An exploratory study of social presence and cognitive engagement association in a collaborative virtual reality learning environment","authors":"Isaac D. Dunmoye ,&nbsp;Andrew Rukangu ,&nbsp;Dominik May ,&nbsp;Runu P. Das","doi":"10.1016/j.cexr.2024.100054","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100054","url":null,"abstract":"<div><p>As the utilization of virtual reality (VR) in engineering education increases, researchers are increasingly focused on enhancing teaching and learning within VR environments. Cognitive engagement among the participants is a fundamental outcome in any learning environment, where social interaction often plays a pivotal role. This study contributes to VR teaching and learning research by investigating the association between social presence indicators and modes of cognitive engagement in a desktop collaborative virtual reality (VR) learning environment based on the social presence theory and the cognitive engagement definition of the Interactive-Constructive-Active-Passive framework. The study participants logged into the VR platform to collaboratively solve simulated engineering statics problems. The transcripts of students' interaction videos were coded based on codebooks for both social presence and cognitive engagement. The study revealed that social presence indicators are significantly associated with the three modes of cognitive engagement (active, constructive, and interactive). Additionally, interactive open communication emerged as the primary social presence element utilized by students during cognitive engagement with peers in the learning environment. This study's findings have implications for research and practice in enhancing students' cognitive engagement through their social interactions within VR learning environment.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100054"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000047/pdfft?md5=98e9de8eb6720e072df09d8239aff4a4&pid=1-s2.0-S2949678024000047-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139726309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of research on xReality (XR) in the English classroom: Trends, research areas, benefits, and challenges","authors":"Shuqiong Luo ,&nbsp;Di Zou ,&nbsp;Lucas Kohnke","doi":"10.1016/j.cexr.2023.100049","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100049","url":null,"abstract":"<div><p>Recent developments have sparked research on xReality (XR), which includes virtual reality (VR), augmented reality (AR), and mixed reality (MR). However, little is known about how diverse types of XR technology are used in English teaching and learning. To this end, this paper presents a systematic review and analyzes 36 Social Science Citation Index (SSCI) articles published between 2013 and 2023 that are indexed in the Web of Science. This study aims to comprehensively explain the trends related to the integration of XR into English teaching and offer practical implications for institutions, researchers, and educators. The review results show that the frequency of published articles peaked in 2022. In addition, most studies used quantitative data collection methods and focused on general English, English speaking, or writing. The papers reviewed were categorized into two research areas: exploration and application of XR. The results reveal that integrating XR benefitted English learners in terms of motivation, satisfaction, engagement, and the development of language skills and knowledge. Some challenges of XR integration in English education are also discussed.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100049"},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678023000430/pdfft?md5=30110343a8314f34c367d90d6a156178&pid=1-s2.0-S2949678023000430-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138582382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and testing of a model for explaining learning and learning-related factors in immersive virtual reality","authors":"Emmanuel Fokides,&nbsp;Panagiotis Antonopoulos","doi":"10.1016/j.cexr.2023.100048","DOIUrl":"https://doi.org/10.1016/j.cexr.2023.100048","url":null,"abstract":"<div><p>Many believe that immersive virtual reality (IVR) possesses transformative potential for a plethora of human activities that are mediated via technology, including education. In light of this, it is critically important to understand the determinants that influence learning in IVR environments and the interrelations among these determinants. For that matter, a model was developed that encapsulated ten potential factors influencing learning outcomes. Three hundred and thirty-four university students interacted with a purpose-built application that presented ancient Greek inventions through the use of head-mounted displays. Data analysis, adhering to a structural equation modeling approach, indicated that a multitude of factors exerted a positive influence on learning outcomes. These included the perceived quality of graphics, the perceived quality of feedback and content, and the perceived degree of interaction. Moreover, intrinsic motivation and the immersive experience that IVR provides also demonstrated a positive impact. Conversely, the perceived cognitive load and symptoms of simulator sickness manifested a negative impact. Interestingly, these factors did not appear to inhibit learners' motivation or their positive feelings. Age did not have any effect, while gender seemed to have an impact only on immersion. The implications of the results are also discussed.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100048"},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678023000429/pdfft?md5=2900345073abccacc24c7a95c0774f4b&pid=1-s2.0-S2949678023000429-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138558978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}